Modified Multiple-Choice Items for Alternate Assessments: Reliability,Difficulty, and Differential Boost     

Ryan J. Kettler  Michael C. Rodriguez  Daniel M. Bolt  Stephen N. Elliott  Peter A. Beddow  Alexander Kurz 《教育实用测度》2013,26(3):210-234

Federal policy on alternate assessment based on modified academic achievement standards (AA-MAS) inspired this research. Specifically, an experimental study was conducted to determine whether tests composed of modified items would have the same level of reliability as tests composed of original items, and whether these modified items helped reduce the performance gap between AA-MAS eligible and ineligible students. Three groups of eighth-grade students (N?=?755) defined by eligibility and disability status took original and modified versions of reading and mathematics tests. In a third condition, the students were provided limited reading support along with the modified items. Changes in reliability across groups and conditions for both the reading and mathematics tests were determined to be minimal. Mean item difficulties within the Rasch model were shown to decrease more for students who would be eligible for the AA-MAS than for non-eligible groups, revealing evidence of differential boost. Exploratory analyses indicated that shortening the question stem may be a highly effective modification, and that adding graphics to reading items may be a poor modification.  相似文献   

Identification of histological threshold concepts in health sciences curricula: Students' perception     

Miguel A. Martin-Piedra  Salvador Saavedra-Casado  Antonio Santisteban-Espejo  Fernando Campos  Jesus Chato-Astrain  Oscar Dario Garcia-Garcia  David Sanchez-Porras  Juan de Dios Luna del Castillo  Ismael Angel Rodriguez  Antonio Campos 《Anatomical sciences education》2023,16(1):171-182

Students' metacognitive skills and perceptions are considered important variables for high-quality learning. In this study, students' perceptions were used to identify histological threshold concepts (integrative, irreversible, transformative, and troublesome) in three health sciences curricula. A specific questionnaire was developed and validated to characterize students' perceptions of histological threshold concepts. A sample of 410 undergraduate students enrolled in the dentistry, medicine, and pharmacy degree programs participated in the study. Concepts assessed in the study were clustered to ten categories (factors) by exploratory and confirmatory factor analysis. Concepts linked to tissue organization and tissue functional states received the highest scores from students in all degree programs, suggesting that the process of learning histology requires the integration of both static concepts related to the constituent elements of tissues and dynamic concepts such as stem cells as a tissue renewal substrate, or the euplasic, proplasic and retroplasic states of tissues. The complexity of integrating static and dynamic concepts may pose a challenging barrier to the comprehension of histology. In addition, several differences were detected among the students in different degree programs. Dentistry students more often perceived morphostructural concepts as threshold concepts, whereas medical students highlighted concepts related to two-dimensional microscopic identification. Lastly, pharmacy students identified concepts related to tissue general activity as critical for the comprehension and learning of histology. The identification of threshold concepts through students' perceptions is potentially useful to improve the teaching and learning process in health sciences curricula.  相似文献   

Detecting Deceptive Communication Through Computer-Mediated Technology: Applying Interpersonal Deception Theory to Texting Behavior     

Megan Wise  Dariela Rodriguez 《Communication Research Reports》2013,30(4):342-346

Interpersonal Deception Theory (IDT) argues that deception is an interpersonal action where people employ communication tactics to achieve various goals. Deception is a global concept; thus, much investigation has been conducted to determine the roots of such deceptive behavior. Through IDT, deception is categorized as a dynamic process where both the sender and receiver need to be engaged for deception to be successful. In extension of IDT, a study was conducted to determine the degree to which undergraduate students engage in deceptive behavior via text messaging. Through a survey design, undergraduate students' deceptive texting behaviors and deceptive detection traits were assessed. Results indicate that among undergraduate students, text messaging is an interpersonal form of communication that circumvents professionalism and power. Further, undergraduate students were much more likely to engage in deceptive texting with family and friends, but did so with significantly less frequency in the organizational setting.  相似文献   

Three Options Are Optimal for Multiple-Choice Items: A Meta-Analysis of 80 Years of Research     

Michael C. Rodriguez 《Educational Measurement》2005,24(2):3-13

Multiple-choice items are a mainstay of achievement testing. The need to adequately cover the content domain to certify achievement proficiency by producing meaningful precise scores requires many high-quality items. More 3-option items can be administered than 4- or 5-option items per testing time while improving content coverage, without detrimental effects on psychometric quality of test scores. Researchers have endorsed 3-option items for over 80 years with empirical evidence—the results of which have been synthesized in an effort to unify this endorsement and encourage its adoption.  相似文献   

Turnabout is fair play … the students’ turn     

Fred Rodriguez 《The Teacher Educator》2013,48(2):38-39

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Encounters with Angels: A Struggle to Return Home from Study Abroad     

Eva Rodriguez  Susan Longerbeam 《About Campus》2015,20(3):22-26

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Mother-child bookreading in low-income families: correlates and outcomes during the first three years of life   总被引：1，自引：0，他引：1  

Raikes H  Pan BA  Luze G  Tamis-LeMonda CS  Brooks-Gunn J  Constantine J  Tarullo LB  Raikes HA  Rodriguez ET 《Child development》2006,77(4):924-953

About half of 2,581 low-income mothers reported reading daily to their children. At 14 months, the odds of reading daily increased by the child being firstborn or female. At 24 and 36 months, these odds increased by maternal verbal ability or education and by the child being firstborn or of Early Head Start status. White mothers read more than did Hispanic or African American mothers. For English-speaking children, concurrent reading was associated with vocabulary and comprehension at 14 months, and with vocabulary and cognitive development at 24 months. A pattern of daily reading over the 3 data points for English-speaking children and daily reading at any 1 data point for Spanish-speaking children predicted children's language and cognition at 36 months. Path analyses suggest reciprocal and snowballing relations between maternal bookreading and children's vocabulary.  相似文献   

The impact of academic self‐concept,expectations and the choice of learning strategy on academic achievement: the case of business students     

Carlos M. Rodriguez 《高等教育研究与发展》2009,28(5):523-539

This study provides evidence of the impact of two critical self‐regulation components – academic self‐concept and outcome expectations – on the selection of learning strategies conducive to academic achievement in undergraduate business education. Self‐concept theory is the framework for the analysis of students’ motivations and learning behaviors. Path analysis suggests that high academic self‐concept favors engagement in complex cognitive effort, deep learning strategies and self‐reflection, as well as in the adoption of strategic learning approaches alone. However, the composite effect of deep learning through strategic approaches has the most impact on student’s academic performance. High academic expectations favor students’ selection of deep learning more than strategic approaches. Clearly, the use of surface approaches to learning is not conducive to academic achievement. Overall, these findings suggest that high students’ academic self‐concepts and unambiguous outcome expectations encourage critical thinking and reflective approaches to learning. Implications for the design of educational models and curriculum in business undergraduate education are discussed.  相似文献   

The Educational Journeys of Students of Color Across the Educational Pipeline: A Pedagogy of Storytelling or a Struggle for Freedom?     

Louie F. Rodriguez 《Diaspora, Indigenous, and Minority Education》2018,12(4):214-229

Social inequality as evident through poverty, racism, and irrelevant social and educational policies and practices have created consistent disparities on most educational achievement and attainment outcomes for historically marginalized students, and students of color specifically. These ongoing inequalities and injustices require policy, practical, and pedagogical changes across the educational pipeline. The work of the people on the ground needs to be intentional when exploring ways to creatively and courageously engage with students of color inside and outside the classroom. This paper describes, conceptualizes, and applies a pedagogical practice called Educational Journeys/Caminos Educativos, which is built on a grounded, context-specific, and culturally relevant set of processes that helps students, educators, leaders, policy makers, and other stakeholders to co-create a series of pedagogical approaches that facilitate opportunities for educators to heal, build, and thrive with historically marginalized students, particularly minoritized, immigrant, and undocumented youth. The goal of this paper is to propose pedagogical processes that allow these populations, and the educators who serve them, to imagine a new social condition for and with students of color across the educational pipeline as a gesture toward equity and social justice. The author suggests that the pedagogy of Educational Journeys is more than storytelling; it’s about a struggle for freedom—past, present, and future.  相似文献   

Large-Scale RDA Enrichment of Legacy Data at the University of Houston System Libraries     

Annie Wu  Richard Guajardo  Stephanie Rodriguez 《Cataloging & classification quarterly》2016,54(3):159-178

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